Day 10: Culminating Day
Rita Wahba World History, 9th Grade Period 3, 50 minutes
Subject of lesson: Final Project
OVERVIEW / RATIONALE
After learning about the Renaissance, Protestant Reformation and other religious revolutions, and the Scientific Revolution, students will return to their original proposals on something that they want to change in their own lives. This will help make the information that we have learned relevant to their lives. Students will then continue to work on their proposals and come up with practical suggestions for solving their problem.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How can we connect information from the past to our lives today?
GOALS/OBJECTIVES
Students will be able to create ways that they will solve their proposals using ideas from the Renaissance, Protestant Reformation, other religious movements, and the Scientific Revolution.
STANDARDS
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
8.4.12 D - Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe.
MATERIALS
Student proposals
Index Cards
Project Change It!
Promethean Board and Pen
OPENER
Index Card Word Wall (10-15 minutes)
As a way to review the various ideas of the Renaissance, Protestant Reformation, other religious movements, and the Scientific Revolution, students will identify one key term or thinker from the time period. They will then create an index card with the name of the term/thinker, a description of that term/thinker and a small illustration. Students will present their card to the class to review the information. Afterwards, the cards will be hung up on the classroom walls to show off student work and decorate the classroom.
BODY OF THE LESSON
Change It! Project (remainder of class)
Students will use the review to inspire them to come up with relevant suggestions for their proposals. At first, they will work alone to come up with suggestions for their project. Then, they will work in groups of two or three to share their ideas and gain new insights. This will help them prepare their final presentations where they will share their problem and way that they intend to solve it. Students will present their projects the next day.
In their presentations, students should also include any obstacles that they anticipate and how they will deal with those difficulties. After the students present, I will encourage them to attempt to implement their suggestions, using historical examples as encouragement.
See the attached project instructions from the first lesson.
ASSESSMENT/EVALUATION
This culminating project incorporates ideas from the entire unit. I will see how students use the past to influence their ideas for the present time.
Subject of lesson: Final Project
OVERVIEW / RATIONALE
After learning about the Renaissance, Protestant Reformation and other religious revolutions, and the Scientific Revolution, students will return to their original proposals on something that they want to change in their own lives. This will help make the information that we have learned relevant to their lives. Students will then continue to work on their proposals and come up with practical suggestions for solving their problem.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How can we connect information from the past to our lives today?
GOALS/OBJECTIVES
Students will be able to create ways that they will solve their proposals using ideas from the Renaissance, Protestant Reformation, other religious movements, and the Scientific Revolution.
STANDARDS
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
8.4.12 D - Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe.
MATERIALS
Student proposals
Index Cards
Project Change It!
Promethean Board and Pen
OPENER
Index Card Word Wall (10-15 minutes)
As a way to review the various ideas of the Renaissance, Protestant Reformation, other religious movements, and the Scientific Revolution, students will identify one key term or thinker from the time period. They will then create an index card with the name of the term/thinker, a description of that term/thinker and a small illustration. Students will present their card to the class to review the information. Afterwards, the cards will be hung up on the classroom walls to show off student work and decorate the classroom.
BODY OF THE LESSON
Change It! Project (remainder of class)
Students will use the review to inspire them to come up with relevant suggestions for their proposals. At first, they will work alone to come up with suggestions for their project. Then, they will work in groups of two or three to share their ideas and gain new insights. This will help them prepare their final presentations where they will share their problem and way that they intend to solve it. Students will present their projects the next day.
In their presentations, students should also include any obstacles that they anticipate and how they will deal with those difficulties. After the students present, I will encourage them to attempt to implement their suggestions, using historical examples as encouragement.
See the attached project instructions from the first lesson.
ASSESSMENT/EVALUATION
This culminating project incorporates ideas from the entire unit. I will see how students use the past to influence their ideas for the present time.